Introducing a value-laden model : teaching Personal and Social Responsibility (TPSR) across a PE teaching practice experience

Abstract

The value-laden TPSR model is an effective and flexible approach which enhances students’ self-autonomy. This model, which has been used worldwide in a variety of educational settings, has demonstrated that it is a respectable pedagogical tool that helps teachers to deliver engaging lessons which promote personal and social responsibility for the development of the students’ well-being and that of others. This study, framed within a qualitative research paradigm explores the pre-action reflective thoughts behind TPSR planning and implementing. It also seeks to capture student teachers’ perspectives on the initial reactions and reflections on this pedagogy following an exposure to four TPSR lessons. The innovative aspect is deeply embedded in this study since participants are student teachers with limited PE experiences with limited exposure to TPSR and its practical implementation. A set of four TPSR lessons were planned and implemented with a group of MTL PE students (N=?) Journal entries were kept throughout the planning and implementing processes. Following the implementation phase evaluation sheets were filled in by participants to provide their reactions to the innovative TPSR experience. Findings suggest that the TPSR model is a highly student-centred approach which fosters quality social skills, responsibility and student empowerment. It shows that novice PE teachers face greater challenges when implementing TPSR due to the lack of teaching experiences, knowledge and training sessions. Nonetheless, findings suggest that the model is more than just an educational tool since its reflective practices and its positive influences on both the practitioner and the students is noteworthy.